力争上游 "计划对教师资格、工作环境和工作态度的影响

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-12-11 DOI:10.3102/01623737231210291

Christopher Redding, Tuan D. Nguyen

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引用次数: 0

摘要

我们估算了 "力争上游 "计划（RTTT）对教师资格、工作环境和工作态度的影响。我们利用学校与人员编制调查（Schools and Staffing Survey）和全国教师与校长调查（National Teacher and Principal Survey），创建了一个从 1988 年到 2018 年具有全国代表性的公立学校教师数据集。我们采用事件研究差分法的研究设计，来估计 RTTT 对几种教师结果的动态影响。我们发现有证据表明，与改革前相比，RTTT 之后，教师对工作保障更加担忧。我们发现，RTTT 与教师认证水平下降和与同事合作水平提高之间的关系证据较少，且不太一致。

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The Effects of Race to the Top on Teacher Qualifications, Work Environments, and Job Attitudes

We estimate the effects of Race to the Top (RTTT) on teacher qualifications, work environments, and job attitudes. Drawing on the Schools and Staffing Survey and the National Teacher and Principal Survey, we create a nationally representative data set of public school teachers from 1988 to 2018. We adopt an event study difference-in-differences research design to estimate the dynamic effect of RTTT on several teacher outcomes. We find evidence that, following RTTT, teachers were more worried about job security relative to prereform years. We find smaller and less consistent evidence of a relationship between RTTT and decreased teacher certification levels and increased levels of cooperation with colleagues.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.